Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of this study focuses on individual factors related to this phenomenon during preadolescence. Specifically, we seek to establish whether level of family risk (high vs. low risk) is related to interpersonal problem-solving skills, executive function and learning potential in a sample of preadolescents controlling age, sex, total IQ, verbal comprehension ability and the classroom influences. The participants were 40 children, 23 boys and 17 girls between the ages of 7 and 12, twenty of which had a record on file with the Social and Childhood Protection Services of Information deleted to maintain the integrity of the review process, and therefore, a high family risk situation. The other 20 participants had a low family risk situation. Results show that the preadolescents from high family risk performed worse on interpersonal solving-problem skills and executive function (p < .05, b from –119,201.81 to 132,199.43, confidence interval from –162,589.78/–75,813.8 to 84,403.05/179,995.8). Nevertheless, they showed the same ability to learn as the participants from low family risk. These results highlight the negative effects of high family risk situation in preadolescents and give value of taking into account protective factors such as learning potential when assessing preadolescents from high family risk.

For the last 30 years, the sphere of educational assessment has been giving consideration to methodology that would focus on the processes more than on the final results obtained. Dynamic Assessment has appeared within this context, making it possible to assess a child’s ability to improve on a certain task after receiving mediated training. One of the techniques developed to assess the learning potential of preschoolers is the Application of Cognitive Functions Scale (ACFS: Lidz & Jepsen, 2003). The objective of this study was to verify the criterion validity of the Spanish version of the ACFS which was applied to 87 children in the second year of preschool, at which time a learning potential index was obtained for each child. Two years later, the children were reassessed with respect to intelligence, metacognition and scholastic aptitudes. Results showed that learning potential presented evidences of predictive validity regarding to the progression showed on the Kaufman Brief Intelligence Test’s (K-BIT: Kaufman & Kauffman, 1994) matrices subtest (p = .04, η2 = .04) and on the evaluation subtest of the metacognition questionnaire (p = .02, η2 = .05). Results also showed significant differences between groups on the visual-perceptive aptitude subtest (p = .01) in favor of the children classified as learners.

This article presents research on a learning potential assessment that was administered to 32 preschool children with typical development, and 32 with specific language impairment receiving treatment at CADIT: the Children’s Center for Early Intervention and Development. The study’s main objective was to examine whether the language-impaired group’s cognitive profile could improve by applying learning potential methodology. Its second aim was to demonstrate the effectiveness of mediation in both groups. The results revealed significant differences between the two groups at pretest on most subscales. As for the second objective, we observed differences between pretest and posttest scores in both groups. In the second group, all differences were significant except in the case of classification and auditory memory, while in the first group, the differences between pretest and posttest scores were significant on all sub-scales but visual memory.

Background: In recent years, it has been claimed that learning potential (also called cognitive plasticity or rehabilitation potential) may be a good predictor of the course of cognitive impairment and the process of dementia. The basic objective of this research program is to test the extent to which the “Battery of Learning Potential for Assessing Dementia” (BEPAD) discriminates healthy people from those diagnosed with Mild Cognitive Impairment (MCI) and with Alzheimer's Disease (AD).

Methods: Two hundred people: 100 healthy elders (51 women, 49 men, mean age: 73.13), 50 diagnosed with MCI (30 women, 20 men, mean age: 74.89), and 50 diagnosed with mild AD (36 women, 14 men, mean age: 75.07). Learning potential was assessed through dynamic assessment (or testing-the-limits), using experimental test-training-post-test, a form of evaluation closely related to functional or stress testing in medicine. In several previous studies the BEPAD was developed, with four tasks: visuo-spatial, verbal recall (including delayed verbal recall), executive control and verbal fluency. For all of these tasks, training procedures were developed, converting them into learning potential tests.

Results and Conclusions: All “dynamic” or learning scores (post-test) discriminate better healthy, MCI and AD subjects than all static or pre-test scores. A total of 89% of cases are correctly classified by the BEPAD: 95.7% of the healthy subjects, 90.6% of AD patients, and 71.1% of the MCI individuals were correctly classified.